Is thinking for one’s self worth potentially having the wrong answer? Would it be worth it for students to go through school without having to think for themselves? In the articles “Learning by Heart” by Susan Tanner and “Diagnosing and Treating the Ophelia Syndrome” by Thomas Plummer it examples how children were taught from a young age to answer questions routinely, the way the teacher prefers. The issue with this is that the student never develops the ability to think for themselves. The articles discuss the different advantages and disadvantages for developing this skill. They provide steps and resources for one to reach independent thinking. The articles explain the positive and negative advantages of memorizing and reciting past writings. These articles share that individual thinking and memorization will help students learn more efficiently.
Summary
In the article “Learning by Heart”, by Susan Tanner, who earned a degree in humanities persuades readers that “learning by the heart” can help readers to remember things better and help them to ponder and really understand what is being taught. She explains that “learning by heart” is to remember things so
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He uses an example of one of the characters from Hamlet, he states that she let’s others think for her. He explains that this is an issue for most of society and names it the Ophelia syndrome. In his article he discusses the positive and negative effects of overcoming the Ophelia syndrome. He uses six steps to help students to be able to think for themselves. He argues about the importance of overcoming the syndrome. He believes that people have this problem from prior education, people go to school and are taught what is important. This prevents people from ever learning to think for themselves or being
The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
In The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset.
This is done through the use of a study. The research done monitored the mind-sets of several hundred students and the grades that they accomplished over time. Through this they realized that those who believed that intelligence is a skill individuals develop over time were the students who were improving in the class. To ensure that this was indeed the case they eliminated any doubt by teaching some students that intelligence is not static and proceeded to monitor their progress and discovered that their marks began to improve. This study examines the difference between using both mind-sets instead of just focusing on one and explaining why it does not work, therefore, developing the clarity needed to see the benefits of the growth mind-set. Moreover, this article not only mentions that the growth mind-set needs to be taught by teachers and learned by students, but it mentions a way in which this can easily done through the Brainology website. This is a great method especially with the increase of technology being used in the classroom. As it is has been stated, the strengths of this article are providing a study to prove the growth mind-set is beneficial and by providing means to implement the mind-set in the
In Carol Dweck’s “Brainology” the article explains how our brain is always being altered by our experiences and knowledge during our lifespan. For this Dweck conducted a research in what students believe about their own brain and their thoughts in their intelligence. They were questioned, if intelligence was something fixed or if it could grow and change; and how this affected their motivation, learning, and academic achievements. The response to it came with different points of views, beliefs, or mindset in which created different behavior and learning tendencies. These two mindsets are call fixed and growth mindsets. In a fixed mindset, the individual believes that intelligence is something already obtain and that is it. They worry if they
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
...s that you develop a way of regarding the information that you receive to the society that you are living in. He also believes that a quality education develops a students moral views and ability to think. And that these qualities are best developed in the traditional classroom setting by interaction between the student and their professors, and the student’s social life on campus, that is, their interaction with fellow students.
Metacognition can be complex; however, it is essential to teach at an elementary level because it’s an intellectual habit that can be obtain by the teacher’s method of teaching and the student’s consciousness of learning. Thinking about thinking is necessary in elementary level because of the awareness of the student’s thinking process. The teacher must be conscious of the different aspects of learning of each student and be able to work with them with different strategies that are the best to make their learning process more effective and interesting.
In education, critical thinking is a student’s ability to analyze and evaluate an issue to a certain specificity in order to form a conclusion. Intelligence places limitations on self-growth but adaptability provides insurance for instances when experience have no effect because “you can count on your ability to learn, and nowhere is that more important than when what you’ve learned in the past no longer suffices for the future” (67). Teaching goes beyond reinforcing intelligence; it is also a mechanism for developing critical thinking skills. Experience and memory has its limitations in fostering systematic thinking but the addition of adaptability gives an individual the drive to go beyond their reach. Students have relatively few experiences that affect their education but has humans they have the basic need to evolve. This comes through when prior experiences can no longer influence a student’s educational progress. There comes a time when it is necessary for a scholar to think past their boundaries. Adaptability makes this possible because it allows an individual to change their mindset so that it will fit their circumstance. As a basic, human necessity, adaptation does not need to develop but a person must be placed in an environment where their adjustability can grow. Sacks discusses the memoir of Zoltan Torey, a man who was advised to take a conventional approach to blindness therapy by maneuvering his focus to an “auditory mode of adjustment” (332). Yet, rather than limit his options, Torey “had moved in the opposite direction, resolving to develop instead his inner eye, his power of visual imagery” (332). If he had been unsuccessful in his attempt, Torey would not only have lost his ability to see, but he also would have lost any chance of developing his auditory sense as a form of compensation. Placed in a situation with limited options, Torey redefined his
This novel can easily be compared to the topics I’ve learned about in class. Topics covered in the classroom are the importance of thinking critically about things in day-to-day life. Levitt’s and Dubner’s book is an excellent example of the things that can be produced from thinking critically about the world around us. Being a critical thinker aids people in making intelligent and educated decisions.
...tude of the medieval men in his time. He thinks a lot, considers his motivations and finds evidence for his fathers’ deed before he executes his actions. This is why Hamlet couldn’t understand himself, his character differs from the typical man of his times and therefore his motives will be different too. Hamlet lost his confidence and therefore couldn’t decide on whether to act or not since he lost his understanding of himself. So therefore, a little corruption in Hamlet’s world, mixed with his characteristics that just weren’t right his time lead him to his tragic end; as a result of his actions and inactions. In conclusion, confidence in ourselves can lead us to do great and reasonable things. Losing that self-assurance will lead us to become indecisive and weak individuals. This corruption of character can ultimately lead to a tragic decline in our ideal world.
We were taught in elementary school that if we study then well do perfect on tests, the only problem is we were never really taught how to study the ways that benefits us best. We were never taught what methods of studying help you on tests and how to make the material stick in your mind so you won’t just forget. That’s why the study of metacognition and multiple intelligence is now being used in classrooms and at home to better prepare the student for upcoming tests. Metacognition is being able to take charge, be aware and understand your own learning and thought process. Multiple intelligence is the theory that people aren’t born dumb but that they have naturally inherited sections of intelligence that aren’t realized in the brains of everyone.
In the mind of an individual there is a battle between inner choices and outside pressure from the society when both are in the opposite poles, a battle in which in which well being can be lost or found. In the play Hamlet by William Shakespeare, the unpropitious hero Hamlet is negatively influenced by demands and enters into a mental dilemma, as he is unable to decide whether he should follow his inner voice and kill his father’s murderer, or whether he should be a law abiding citizen and respect the new king and follow his policies. When individual’s choices conflicts with external demands, individuals will not be able to have good personal life, and chances to become indecisive, which ultimately leads to the downfall of the individual like Hamlet’s tragic end.
Learning and memory are fascinating. The world could not function without either. They both are used in many different fashions in a wide variety of places. Learning and Memory have been carefully studied by professionals but are also well known and used by the common people on a daily basis. I am one of those common people, a student who is constantly learning and making the most of my memory. Since enrolling in The Psychology of Learning and Memory class I have come to the realization that I encounter situations in my life that exemplify the very concepts I have studied. I have also learned that it is beneficial to apply the lessons learned in class to my everyday life. Positive reinforcement, learned helplessness and serial recall are a few among many of the learning and memory models that have come to action in my life and in my final reflections surrounding the course.
“There is a need to address the fundamental issue of how the thinking of these children can be made more effective, also a...